WINTER 2016 

Textbook by the National Gallery of Art:  "an eye for art:  Focusing on Great Artists and Their Work."

This course focuses on the following core PESB standards:
1.C Demonstrates an understanding of artistic development as a complex multidimensional process affected by physiological, experiential, social, physical, societal, and cultural factors.
4.D Recognizes that knowledge of visual arts is essential to providing meaningful learning opportunities for all students in the visual arts.
4.F Demonstrates the ability to try to break down stereotypes about visual arts and art learning that may exist among administrators and faculty in other subject areas.
3.C.1 Understands how learning the visual arts can support understanding of concepts and topics across multiple academic subject areas, by focusing on concepts shared by multiple subjects, as well as by using the arts to illustrate and explore nonarts content.
3.C.2 Understands how learning the visual arts supports students with different learning styles and varying language skills, which can support increased understanding across all subject areas.
3.C.3 Understands how learning the visual arts supports the development of 21st Century Skills, Habits of Mind, Social and Emotional Learning, and overall success in and out of school.

​* * * 

Answer the following question using Jodi Patterson's paper titled "Too Important to Quit" and the various references below:  Why might it be important for the general education teacher learn observational drawing skills and how might drawing (and the visual arts) support learning across multiple academic subject areas? 

Why teach observational drawing in the general education classroom?
-- Drawing teaches FOCUS = the first step to learning.
-- It helps with cognitive development (Sousa)
-- More on WHY teach observational drawing HERE.

How do I teach observational drawing?
The Art 390 class is set up to model this process for you. Information in this class is laddered to build one idea/task upon another.  This is done by introducing the "elements of design" (line, shape, value, form, texture, color) in order.  Careful laddering of information will ensure success with drawing and help circumvent failure and/or the impulse to give up on "art" altogether.  If taught properly, drawing can be a source of comfort, rather than frustration.  (Note:  the elements of design are the basic foundation for ALL art forms and these skills are transferable.)

Why should core curriculum teachers learn how to draw?
  • To disprove the fallacy that people are either "born" knowing how to draw or not.  Educators need to realize the advantages of drawing, and that drawing is a valuable SKILL that can and should be learned.  The best way to prove this is to provide people (future teachers) who believe they cannot draw with experiences that advance their drawing skills.  Hopefully, with success, the teacher will realize how drawing (observation) can truly enhance the world around them (and their content area).
  • To transfer skills to students through experience, rather than theory.  How can someone teach something if they don't engage with the content themselves?  Such engagement also builds empathy.
  • Because the skills you learn in drawing (line, shape, value, form, texture and color) are the foundation for all art and keen observation.  These are the same skills needed to hone visual literacy.   Teachers need to have developed these skills in order to teach them.
  • Because teachers who are "afraid" of art, will not incorporate art into their general classroom. Learning to draw helps future teachers become more comfortable with art - thus, more likely to use it.
  • Because most schools only provide elementary aged children with 45 minutes of "art" a week.  Forty-five minutes a week is hardly enough time to do anything significant.  Amazingly, art teachers rarely know how to teach observational drawing anyway.

Why do we want to infuse art into the curriculum?
  • Because drawing can transform a general ed. classroom.  Drawing calms students and provides a great way to build peer-relations and self-confidence.  
  • Children naturally engage with art - they are no afraid of it - so teachers need to utilize whatever works to grab their attention and enable focus.  ATTENTION & FOCUS  = the first step to learning.
  • Drawing teaches focus and expands attention capabilities (the executive function area of the brain).  It also helps build other 16  "habits of mind."  
  • Teachers need to foster whole-brain thinking and learning by utilizing neurons and building helpful neural pathways.  (Here is an interesting video about how the right and left halves of the brain communicate with each other:
  • Art awakens creativity and allows people to think deeper.  It allows people to have a human emotion in a contained and safe way thus providing ways for students to develop their emotional intelligence.
  • So teachers can check for healthy human development (Viktor Lowenfeld) in their students.
  • More advocacy links are housed HERE.

How can core curriculum teachers integrate the visual arts into their classroom?
  • By teaching IN and THROUGH the arts.
  • By asking students to "SHOW ME!" = assessing & accessing student learning via non-traditional mean-- ARTS INTEGRATION RESOURCES 

How can teachers KILL creativity in children?
  • Elementary teachers who do not value creativity, kill creativity at the time in a child's development when it is most vibrant - yet most fragile.  

  • Elements of Art:  Line -->  shape -->  value --> texture --> form -->color
== WHAT you put on the paper
  • Principles of Art:  Space, Balance, Contrast, Emphasis, Movement, Pattern, Rhythm, Unity
== HOW you arrange the elements on the paper

Course Description:    Children's development in visual expression. Teaching procedures and materials used in structuring children's art experiences and the development of skill in basic studio practices. (Charge for supplies).

This is not a syllabus.
Course designed for the general education elementary teacher.